Means of aiding children when they are reading in a content field were suggested. The author pointed out that there are various structural or organizational patterns in different kinds of texts, and if students were made aware of these patterns they would have a way of preorganizing themselves to increase comprehension. The specialized content vocabulary and such text-accompanying materials as diagrams and charts were also mentioned as areas in which teachers should take special notice and concentrate instruction. Seven musts for teachers to keep in mind if they are going to diagnose and adjust to individual learning needs in reading science materials were offered. (NH)